Language policy and practice in a Multilingual Classroom
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This study examined the language policy and implementation outside and inside the classroom in a multilingual and multicultural international school. Specifically, it aimed at giving an insight into how linguistic and cultural diversity was managed at Windhoek International School (WIS). It took a specific interest in the kinds of language policy that determined which languages were used in education in a context where both teachers and learners were L1 speakers of a considerable number of different languages. The participants in this study were multilingual learners and teachers of WIS. The s...
This study examined the language policy and implementation outside and inside the classroom in a multilingual and multicultural international school. Specifically, it aimed at giving an insight into how linguistic and cultural diversity was managed at Windhoek International School (WIS). It took a specific interest in the kinds of language policy that determined which languages were used in education in a context where both teachers and learners were L1 speakers of a considerable number of different languages. The participants in this study were multilingual learners and teachers of WIS. The study used data from the school records, a questionnaire, interviews and observation. The major finding of the study was that the language policy at WIS was articulated in such a manner that it encouraged monolingual norms although the school's community was multilingual. From the finding, the research concluded that the language policy should place emphasis on dynamic bilingualism.
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